reflection on research subject

Organizing Your Social Sciences Research Assignments

Annotated Bibliography
Analyzing a Scholarly Journal Article
Group Presentations
Dealing with Nervousness
Using Visual Aids
Grading Someone Else's Paper
Types of Structured Group Activities
Group Project Survival Skills
Leading a Class Discussion
Multiple Book Review Essay
Reviewing Collected Works
Writing a Case Analysis Paper
Writing a Case Study
About Informed Consent
Writing Field Notes
Writing a Policy Memo
Writing a Reflective Paper
Writing a Research Proposal
Generative AI and Writing
Acknowledgments

Reflective writing is a process of identifying, questioning, and critically evaluating course-based learning opportunities, integrated with your own observations, experiences, impressions, beliefs, assumptions, or biases, and which describes how this process stimulated new or creative understanding about the content of the course.

A reflective paper describes and explains in an introspective, first person narrative, your reactions and feelings about either a specific element of the class [e.g., a required reading; a film shown in class] or more generally how you experienced learning throughout the course. Reflective writing assignments can be in the form of a single paper, essays, portfolios, journals, diaries, or blogs. In some cases, your professor may include a reflective writing assignment as a way to obtain student feedback that helps improve the course, either in the moment or for when the class is taught again.

How to Write a Reflection Paper . Academic Skills, Trent University; Writing a Reflection Paper . Writing Center, Lewis University; Critical Reflection . Writing and Communication Centre, University of Waterloo; Tsingos-Lucas et al. "Using Reflective Writing as a Predictor of Academic Success in Different Assessment Formats." American Journal of Pharmaceutical Education 81 (2017): Article 8.

Benefits of Reflective Writing Assignments

As the term implies, a reflective paper involves looking inward at oneself in contemplating and bringing meaning to the relationship between course content and the acquisition of new knowledge . Educational research [Bolton, 2010; Ryan, 2011; Tsingos-Lucas et al., 2017] demonstrates that assigning reflective writing tasks enhances learning because it challenges students to confront their own assumptions, biases, and belief systems around what is being taught in class and, in so doing, stimulate student’s decisions, actions, attitudes, and understanding about themselves as learners and in relation to having mastery over their learning. Reflection assignments are also an opportunity to write in a first person narrative about elements of the course, such as the required readings, separate from the exegetic and analytical prose of academic research papers.

Reflection writing often serves multiple purposes simultaneously. In no particular order, here are some of reasons why professors assign reflection papers:

Enhances learning from previous knowledge and experience in order to improve future decision-making and reasoning in practice . Reflective writing in the applied social sciences enhances decision-making skills and academic performance in ways that can inform professional practice. The act of reflective writing creates self-awareness and understanding of others. This is particularly important in clinical and service-oriented professional settings.
Allows students to make sense of classroom content and overall learning experiences in relation to oneself, others, and the conditions that shaped the content and classroom experiences . Reflective writing places you within the course content in ways that can deepen your understanding of the material. Because reflective thinking can help reveal hidden biases, it can help you critically interrogate moments when you do not like or agree with discussions, readings, or other aspects of the course.
Increases awareness of one’s cognitive abilities and the evidence for these attributes . Reflective writing can break down personal doubts about yourself as a learner and highlight specific abilities that may have been hidden or suppressed due to prior assumptions about the strength of your academic abilities [e.g., reading comprehension; problem-solving skills]. Reflective writing, therefore, can have a positive affective [i.e., emotional] impact on your sense of self-worth.
Applying theoretical knowledge and frameworks to real experiences . Reflective writing can help build a bridge of relevancy between theoretical knowledge and the real world. In so doing, this form of writing can lead to a better understanding of underlying theories and their analytical properties applied to professional practice.
Reveals shortcomings that the reader will identify . Evidence suggests that reflective writing can uncover your own shortcomings as a learner, thereby, creating opportunities to anticipate the responses of your professor may have about the quality of your coursework. This can be particularly productive if the reflective paper is written before final submission of an assignment.
Helps students identify their tacit [a.k.a., implicit] knowledge and possible gaps in that knowledge . Tacit knowledge refers to ways of knowing rooted in lived experience, insight, and intuition rather than formal, codified, categorical, or explicit knowledge. In so doing, reflective writing can stimulate students to question their beliefs about a research problem or an element of the course content beyond positivist modes of understanding and representation.
Encourages students to actively monitor their learning processes over a period of time . On-going reflective writing in journals or blogs, for example, can help you maintain or adapt learning strategies in other contexts. The regular, purposeful act of reflection can facilitate continuous deep thinking about the course content as it evolves and changes throughout the term. This, in turn, can increase your overall confidence as a learner.
Relates a student’s personal experience to a wider perspective . Reflection papers can help you see the big picture associated with the content of a course by forcing you to think about the connections between scholarly content and your lived experiences outside of school. It can provide a macro-level understanding of one’s own experiences in relation to the specifics of what is being taught.
If reflective writing is shared, students can exchange stories about their learning experiences, thereby, creating an opportunity to reevaluate their original assumptions or perspectives . In most cases, reflective writing is only viewed by your professor in order to ensure candid feedback from students. However, occasionally, reflective writing is shared and openly discussed in class. During these discussions, new or different perspectives and alternative approaches to solving problems can be generated that would otherwise be hidden. Sharing student's reflections can also reveal collective patterns of thought and emotions about a particular element of the course.

Bolton, Gillie. Reflective Practice: Writing and Professional Development . London: Sage, 2010; Chang, Bo. "Reflection in Learning." Online Learning 23 (2019), 95-110; Cavilla, Derek. "The Effects of Student Reflection on Academic Performance and Motivation." Sage Open 7 (July-September 2017): 1–13; Culbert, Patrick. “Better Teaching? You Can Write On It “ Liberal Education (February 2022); McCabe, Gavin and Tobias Thejll-Madsen. The Reflection Toolkit . University of Edinburgh; The Purpose of Reflection . Introductory Composition at Purdue University; Practice-based and Reflective Learning . Study Advice Study Guides, University of Reading; Ryan, Mary. "Improving Reflective Writing in Higher Education: A Social Semiotic Perspective." Teaching in Higher Education 16 (2011): 99-111; Tsingos-Lucas et al. "Using Reflective Writing as a Predictor of Academic Success in Different Assessment Formats." American Journal of Pharmaceutical Education 81 (2017): Article 8; What Benefits Might Reflective Writing Have for My Students? Writing Across the Curriculum Clearinghouse; Rykkje, Linda. "The Tacit Care Knowledge in Reflective Writing: A Practical Wisdom." International Practice Development Journal 7 (September 2017): Article 5; Using Reflective Writing to Deepen Student Learning . Center for Writing, University of Minnesota.

How to Approach Writing a Reflection Paper

Thinking About Reflective Thinking

Educational theorists have developed numerous models of reflective thinking that your professor may use to frame a reflective writing assignment. These models can help you systematically interpret your learning experiences, thereby ensuring that you ask the right questions and have a clear understanding of what should be covered. A model can also represent the overall structure of a reflective paper. Each model establishes a different approach to reflection and will require you to think about your writing differently. If you are unclear how to fit your writing within a particular reflective model, seek clarification from your professor. There are generally two types of reflective writing assignments, each approached in slightly different ways.

1. Reflective Thinking about Course Readings

This type of reflective writing focuses on thoughtfully thinking about the course readings that underpin how most students acquire new knowledge and understanding about the subject of a course. Reflecting on course readings is often assigned in freshmen-level, interdisciplinary courses where the required readings examine topics viewed from multiple perspectives and, as such, provide different ways of analyzing a topic, issue, event, or phenomenon. The purpose of reflective thinking about course readings in the social and behavioral sciences is to elicit your opinions, beliefs, and feelings about the research and its significance. This type of writing can provide an opportunity to break down key assumptions you may have and, in so doing, reveal potential biases in how you interpret the scholarship.

If you are assigned to reflect on course readings, consider the following methods of analysis as prompts that can help you get started :

Examine carefully the main introductory elements of the reading, including the purpose of the study, the theoretical framework being used to test assumptions, and the research questions being addressed. Think about what ideas stood out to you. Why did they? Were these ideas new to you or familiar in some way based on your own lived experiences or prior knowledge?
Develop your ideas around the readings by asking yourself, what do I know about this topic? Where does my existing knowledge about this topic come from? What are the observations or experiences in my life that influence my understanding of the topic? Do I agree or disagree with the main arguments, recommended course of actions, or conclusions made by the author(s)? Why do I feel this way and what is the basis of these feelings?
Make connections between the text and your own beliefs, opinions, or feelings by considering questions like, how do the readings reinforce my existing ideas or assumptions? How the readings challenge these ideas or assumptions? How does this text help me to better understand this topic or research in ways that motivate me to learn more about this area of study?

2. Reflective Thinking about Course Experiences

This type of reflective writing asks you to critically reflect on locating yourself at the conceptual intersection of theory and practice. The purpose of experiential reflection is to evaluate theories or disciplinary-based analytical models based on your introspective assessment of the relationship between hypothetical thinking and practical reality; it offers a way to consider how your own knowledge and skills fit within professional practice. This type of writing also provides an opportunity to evaluate your decisions and actions, as well as how you managed your subsequent successes and failures, within a specific theoretical framework. As a result, abstract concepts can crystallize and become more relevant to you when considered within your own experiences. This can help you formulate plans for self-improvement as you learn.

If you are assigned to reflect on your experiences, consider the following questions as prompts to help you get started :

Contextualize your reflection in relation to the overarching purpose of the course by asking yourself, what did you hope to learn from this course? What were the learning objectives for the course and how did I fit within each of them? How did these goals relate to the main themes or concepts of the course?
Analyze how you experienced the course by asking yourself, what did I learn from this experience? What did I learn about myself? About working in this area of research and study? About how the course relates to my place in society? What assumptions about the course were supported or refuted?
Think introspectively about the ways you experienced learning during the course by asking yourself, did your learning experiences align with the goals or concepts of the course? Why or why do you not feel this way? What was successful and why do you believe this? What would you do differently and why is this important? How will you prepare for a future experience in this area of study?

NOTE: If you are assigned to write a journal or other type of on-going reflection exercise, a helpful approach is to reflect on your reflections by re-reading what you have already written. In other words, review your previous entries as a way to contextualize your feelings, opinions, or beliefs regarding your overall learning experiences. Over time, this can also help reveal hidden patterns or themes related to how you processed your learning experiences. Consider concluding your reflective journal with a summary of how you felt about your learning experiences at critical junctures throughout the course, then use these to write about how you grew as a student learner and how the act of reflecting helped you gain new understanding about the subject of the course and its content.

ANOTHER NOTE: Regardless of whether you write a reflection paper or a journal, do not focus your writing on the past. The act of reflection is intended to think introspectively about previous learning experiences. However, reflective thinking should document the ways in which you progressed in obtaining new insights and understandings about your growth as a learner that can be carried forward in subsequent coursework or in future professional practice. Your writing should reflect a furtherance of increasing personal autonomy and confidence gained from understanding more about yourself as a learner.

Structure and Writing Style

There are no strict academic rules for writing a reflective paper. Reflective writing may be assigned in any class taught in the social and behavioral sciences and, therefore, requirements for the assignment can vary depending on disciplinary-based models of inquiry and learning. The organization of content can also depend on what your professor wants you to write about or based on the type of reflective model used to frame the writing assignment. Despite these possible variations, below is a basic approach to organizing and writing a good reflective paper, followed by a list of problems to avoid.

Pre-flection

In most cases, it's helpful to begin by thinking about your learning experiences and outline what you want to focus on before you begin to write the paper. This can help you organize your thoughts around what was most important to you and what experiences [good or bad] had the most impact on your learning. As described by the University of Waterloo Writing and Communication Centre, preparing to write a reflective paper involves a process of self-analysis that can help organize your thoughts around significant moments of in-class knowledge discovery.

Using a thesis statement as a guide, note what experiences or course content stood out to you , then place these within the context of your observations, reactions, feelings, and opinions. This will help you develop a rough outline of key moments during the course that reflect your growth as a learner. To identify these moments, pose these questions to yourself: What happened? What was my reaction? What were my expectations and how were they different from what transpired? What did I learn?
Critically think about your learning experiences and the course content . This will help you develop a deeper, more nuanced understanding about why these moments were significant or relevant to you. Use the ideas you formulated during the first stage of reflecting to help you think through these moments from both an academic and personal perspective. From an academic perspective, contemplate how the experience enhanced your understanding of a concept, theory, or skill. Ask yourself, did the experience confirm my previous understanding or challenge it in some way. As a result, did this highlight strengths or gaps in your current knowledge? From a personal perspective, think introspectively about why these experiences mattered, if previous expectations or assumptions were confirmed or refuted, and if this surprised, confused, or unnerved you in some way.
Analyze how these experiences and your reactions to them will shape your future thinking and behavior . Reflection implies looking back, but the most important act of reflective writing is considering how beliefs, assumptions, opinions, and feelings were transformed in ways that better prepare you as a learner in the future. Note how this reflective analysis can lead to actions you will take as a result of your experiences, what you will do differently, and how you will apply what you learned in other courses or in professional practice.

Basic Structure and Writing Style

Reflective Background and Context

The first part of your reflection paper should briefly provide background and context in relation to the content or experiences that stood out to you. Highlight the settings, summarize the key readings, or narrate the experiences in relation to the course objectives. Provide background that sets the stage for your reflection. You do not need to go into great detail, but you should provide enough information for the reader to understand what sources of learning you are writing about [e.g., course readings, field experience, guest lecture, class discussions] and why they were important. This section should end with an explanatory thesis statement that expresses the central ideas of your paper and what you want the readers to know, believe, or understand after they finish reading your paper.

Reflective Interpretation

Drawing from your reflective analysis, this is where you can be personal, critical, and creative in expressing how you felt about the course content and learning experiences and how they influenced or altered your feelings, beliefs, assumptions, or biases about the subject of the course. This section is also where you explore the meaning of these experiences in the context of the course and how you gained an awareness of the connections between these moments and your own prior knowledge.

Guided by your thesis statement, a helpful approach is to interpret your learning throughout the course with a series of specific examples drawn from the course content and your learning experiences. These examples should be arranged in sequential order that illustrate your growth as a learner. Reflecting on each example can be done by: 1) introducing a theme or moment that was meaningful to you, 2) describing your previous position about the learning moment and what you thought about it, 3) explaining how your perspective was challenged and/or changed and why, and 4) introspectively stating your current or new feelings, opinions, or beliefs about that experience in class.

It is important to include specific examples drawn from the course and placed within the context of your assumptions, thoughts, opinions, and feelings. A reflective narrative without specific examples does not provide an effective way for the reader to understand the relationship between the course content and how you grew as a learner.

Reflective Conclusions

The conclusion of your reflective paper should provide a summary of your thoughts, feelings, or opinions regarding what you learned about yourself as a result of taking the course. Here are several ways you can frame your conclusions based on the examples you interpreted and reflected on what they meant to you. Each example would need to be tied to the basic theme [thesis statement] of your reflective background section.

Your reflective conclusions can be described in relation to any expectations you had before taking the class [e.g., “I expected the readings to not be relevant to my own experiences growing up in a rural community, but the research actually helped me see that the challenges of developing my identity as a child of immigrants was not that unusual...”].
Your reflective conclusions can explain how what you learned about yourself will change your actions in the future [e.g., “During a discussion in class about the challenges of helping homeless people, I realized that many of these people hate living on the street but lack the ability to see a way out. This made me realize that I wanted to take more classes in psychology...”].
Your reflective conclusions can describe major insights you experienced a critical junctures during the course and how these moments enhanced how you see yourself as a student learner [e.g., "The guest speaker from the Head Start program made me realize why I wanted to pursue a career in elementary education..."].
Your reflective conclusions can reconfigure or reframe how you will approach professional practice and your understanding of your future career aspirations [e.g.,, "The course changed my perceptions about seeking a career in business finance because it made me realize I want to be more engaged in customer service..."]
Your reflective conclusions can explore any learning you derived from the act of reflecting itself [e.g., “Reflecting on the course readings that described how minority students perceive campus activities helped me identify my own biases about the benefits of those activities in acclimating to campus life...”].

NOTE: The length of a reflective paper in the social sciences is usually less than a traditional research paper. However, don’t assume that writing a reflective paper is easier than writing a research paper. A well-conceived critical reflection paper often requires as much time and effort as a research paper because you must purposeful engage in thinking about your learning in ways that you may not be comfortable with or used to. This is particular true while preparing to write because reflective papers are not as structured as a traditional research paper and, therefore, you have to think deliberately about how you want to organize the paper and what elements of the course you want to reflect upon.

ANOTHER NOTE: Do not limit yourself to using only text in reflecting on your learning. If you believe it would be helpful, consider using creative modes of thought or expression such as, illustrations, photographs, or material objects that reflects an experience related to the subject of the course that was important to you [e.g., like a ticket stub to a renowned speaker on campus]. Whatever non-textual element you include, be sure to describe the object's relevance to your personal relationship to the course content.

Problems to Avoid

A reflective paper is not a “mind dump” . Reflective papers document your personal and emotional experiences and, therefore, they do not conform to rigid structures, or schema, to organize information. However, the paper should not be a disjointed, stream-of-consciousness narrative. Reflective papers are still academic pieces of writing that require organized thought, that use academic language and tone , and that apply intellectually-driven critical thinking to the course content and your learning experiences and their significance.

A reflective paper is not a research paper . If you are asked to reflect on a course reading, the reflection will obviously include some description of the research. However, the goal of reflective writing is not to present extraneous ideas to the reader or to "educate" them about the course. The goal is to share a story about your relationship with the learning objectives of the course. Therefore, unlike research papers, you are expected to write from a first person point of view which includes an introspective examination of your own opinions, feelings, and personal assumptions.

A reflection paper is not a book review . Descriptions of the course readings using your own words is not a reflective paper. Reflective writing should focus on how you understood the implications of and were challenged by the course in relation to your own lived experiences or personal assumptions, combined with explanations of how you grew as a student learner based on this internal dialogue. Remember that you are the central object of the paper, not the research materials.

A reflective paper is not an all-inclusive meditation. Do not try to cover everything. The scope of your paper should be well-defined and limited to your specific opinions, feelings, and beliefs about what you determine to be the most significant content of the course and in relation to the learning that took place. Reflections should be detailed enough to covey what you think is important, but your thoughts should be expressed concisely and coherently [as is true for any academic writing assignment].

Critical Reflection . Writing and Communication Centre, University of Waterloo; Critical Reflection: Journals, Opinions, & Reactions . University Writing Center, Texas A&M University; Connor-Greene, Patricia A. “Making Connections: Evaluating the Effectiveness of Journal Writing in Enhancing Student Learning.” Teaching of Psychology 27 (2000): 44-46; Good vs. Bad Reflection Papers , Franklin University; Dyment, Janet E. and Timothy S. O’Connell. "The Quality of Reflection in Student Journals: A Review of Limiting and Enabling Factors." Innovative Higher Education 35 (2010): 233-244: How to Write a Reflection Paper . Academic Skills, Trent University; Amelia TaraJane House. Reflection Paper . Cordia Harrington Center for Excellence, University of Arkansas; Ramlal, Alana, and Désirée S. Augustin. “Engaging Students in Reflective Writing: An Action Research Project.” Educational Action Research 28 (2020): 518-533; Writing a Reflection Paper . Writing Center, Lewis University; McGuire, Lisa, Kathy Lay, and Jon Peters. “Pedagogy of Reflective Writing in Professional Education.” Journal of the Scholarship of Teaching and Learning (2009): 93-107; Critical Reflection . Writing and Communication Centre, University of Waterloo; How Do I Write Reflectively? Academic Skills Toolkit, University of New South Wales Sydney; Reflective Writing . Skills@Library. University of Leeds; Walling, Anne, Johanna Shapiro, and Terry Ast. “What Makes a Good Reflective Paper?” Family Medicine 45 (2013): 7-12; Williams, Kate, Mary Woolliams, and Jane Spiro. Reflective Writing . 2nd edition. London: Red Globe Press, 2020; Yeh, Hui-Chin, Shih-hsien Yang, Jo Shan Fu, and Yen-Chen Shih. “Developing College Students’ Critical Thinking through Reflective Writing.” Higher Education Research and Development (2022): 1-16.

Writing Tip

Focus on Reflecting, Not on Describing

Minimal time and effort should be spent describing the course content you are asked to reflect upon. The purpose of a reflection assignment is to introspectively contemplate your reactions to and feeling about an element of the course. D eflecting the focus away from your own feelings by concentrating on describing the course content can happen particularly if "talking about yourself" [i.e., reflecting] makes you uncomfortable or it is intimidating. However, the intent of reflective writing is to overcome these inhibitions so as to maximize the benefits of introspectively assessing your learning experiences. Keep in mind that, if it is relevant, your feelings of discomfort could be a part of how you critically reflect on any challenges you had during the course [e.g., you realize this discomfort inhibited your willingness to ask questions during class, it fed into your propensity to procrastinate, or it made it difficult participating in groups].

Writing a Reflection Paper . Writing Center, Lewis University; Reflection Paper . Cordia Harrington Center for Excellence, University of Arkansas.

Another Writing Tip

Helpful Videos about Reflective Writing

These two short videos succinctly describe how to approach a reflective writing assignment. They are produced by the Academic Skills department at the University of Melbourne and the Skills Team of the University of Hull, respectively.

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Guide on How to Write a Reflection Paper with Free Tips and Example

A reflection paper is a very common type of paper among college students. Almost any subject you enroll in requires you to express your opinion on certain matters. In this article, we will explain how to write a reflection paper and provide examples and useful tips to make the essay writing process easier.

Reflection papers should have an academic tone yet be personal and subjective. In this paper, you should analyze and reflect upon how an experience, academic task, article, or lecture shaped your perception and thoughts on a subject.

Here is what you need to know about writing an effective critical reflection paper. Stick around until the end of our guide to get some useful writing tips from the writing team at EssayPro — a research paper writing service

What Is a Reflection Paper

A reflection paper is a type of paper that requires you to write your opinion on a topic, supporting it with your observations and personal experiences. As opposed to presenting your reader with the views of other academics and writers, in this essay, you get an opportunity to write your point of view—and the best part is that there is no wrong answer. It is YOUR opinion, and it is your job to express your thoughts in a manner that will be understandable and clear for all readers that will read your paper. The topic range is endless. Here are some examples: whether or not you think aliens exist, your favorite TV show, or your opinion on the outcome of WWII. You can write about pretty much anything.

There are three types of reflection paper; depending on which one you end up with, the tone you write with can be slightly different. The first type is the educational reflective paper. Here your job is to write feedback about a book, movie, or seminar you attended—in a manner that teaches the reader about it. The second is the professional paper. Usually, it is written by people who study or work in education or psychology. For example, it can be a reflection of someone’s behavior. And the last is the personal type, which explores your thoughts and feelings about an individual subject.

However, reflection paper writing will stop eventually with one very important final paper to write - your resume. This is where you will need to reflect on your entire life leading up to that moment. To learn how to list education on resume perfectly, follow the link on our dissertation writing services .

Unlock the potential of your thoughts with EssayPro . Order a reflection paper and explore a range of other academic services tailored to your needs. Dive deep into your experiences, analyze them with expert guidance, and turn your insights into an impactful reflection paper.

Free Reflection Paper Example

Now that we went over all of the essentials about a reflection paper and how to approach it, we would like to show you some examples that will definitely help you with getting started on your paper.

Reflection Paper Format

Reflection papers typically do not follow any specific format. Since it is your opinion, professors usually let you handle them in any comfortable way. It is best to write your thoughts freely, without guideline constraints. If a personal reflection paper was assigned to you, the format of your paper might depend on the criteria set by your professor. College reflection papers (also known as reflection essays) can typically range from about 400-800 words in length.

Here’s how we can suggest you format your reflection paper:

Reflection Paper - How to Video Guide

Our experts have created a video guide on how to write a reflection paper step-by-step:

How to Start a Reflection Paper

The first thing to do when beginning to work on a reflection essay is to read your article thoroughly while taking notes. Whether you are reflecting on, for example, an activity, book/newspaper, or academic essay, you want to highlight key ideas and concepts.

You can start writing your reflection paper by summarizing the main concept of your notes to see if your essay includes all the information needed for your readers. It is helpful to add charts, diagrams, and lists to deliver your ideas to the audience in a better fashion.

After you have finished reading your article, it’s time to brainstorm. We’ve got a simple brainstorming technique for writing reflection papers. Just answer some of the basic questions below:

How did the article affect you?
How does this article catch the reader’s attention (or does it all)?
Has the article changed your mind about something? If so, explain how.
Has the article left you with any questions?
Were there any unaddressed critical issues that didn’t appear in the article?
Does the article relate to anything from your past reading experiences?
Does the article agree with any of your past reading experiences?

Here are some reflection paper topic examples for you to keep in mind before preparing to write your own:

How my views on rap music have changed over time
My reflection and interpretation of Moby Dick by Herman Melville
Why my theory about the size of the universe has changed over time
How my observations for clinical psychological studies have developed in the last year

The result of your brainstorming should be a written outline of the contents of your future paper. Do not skip this step, as it will ensure that your essay will have a proper flow and appropriate organization.

Another good way to organize your ideas is to write them down in a 3-column chart or table.

Do you want your task look awesome?

If you would like your reflection paper to look professional, feel free to check out one of our articles on how to format MLA, APA or Chicago style

Writing a Reflection Paper Outline

Reflection paper should contain few key elements:

Introduction

Your introduction should specify what you’re reflecting upon. Make sure that your thesis informs your reader about your general position, or opinion, toward your subject.

State what you are analyzing: a passage, a lecture, an academic article, an experience, etc...)
Briefly summarize the work.
Write a thesis statement stating how your subject has affected you.

One way you can start your thesis is to write:

Example: “After reading/experiencing (your chosen topic), I gained the knowledge of…”

Body Paragraphs

The body paragraphs should examine your ideas and experiences in context to your topic. Make sure each new body paragraph starts with a topic sentence.

Your reflection may include quotes and passages if you are writing about a book or an academic paper. They give your reader a point of reference to fully understand your feedback. Feel free to describe what you saw, what you heard, and how you felt.

Example: “I saw many people participating in our weight experiment. The atmosphere felt nervous yet inspiring. I was amazed by the excitement of the event.”

As with any conclusion, you should summarize what you’ve learned from the experience. Next, tell the reader how your newfound knowledge has affected your understanding of the subject in general. Finally, describe the feeling and overall lesson you had from the reading or experience.

There are a few good ways to conclude a reflection paper:

Tie all the ideas from your body paragraphs together, and generalize the major insights you’ve experienced.
Restate your thesis and summarize the content of your paper.

We have a separate blog post dedicated to writing a great conclusion. Be sure to check it out for an in-depth look at how to make a good final impression on your reader.

Need a hand? Get help from our writers. Edit, proofread or buy essay .

How to Write a Reflection Paper: Step-by-Step Guide

Step 1: create a main theme.

After you choose your topic, write a short summary about what you have learned about your experience with that topic. Then, let readers know how you feel about your case — and be honest. Chances are that your readers will likely be able to relate to your opinion or at least the way you form your perspective, which will help them better understand your reflection.

For example: After watching a TEDx episode on Wim Hof, I was able to reevaluate my preconceived notions about the negative effects of cold exposure.

Step 2: Brainstorm Ideas and Experiences You’ve Had Related to Your Topic

You can write down specific quotes, predispositions you have, things that influenced you, or anything memorable. Be personal and explain, in simple words, how you felt.

For example: • A lot of people think that even a small amount of carbohydrates will make people gain weight • A specific moment when I struggled with an excess weight where I avoided carbohydrates entirely • The consequences of my actions that gave rise to my research • The evidence and studies of nutritional science that claim carbohydrates alone are to blame for making people obese • My new experience with having a healthy diet with a well-balanced intake of nutrients • The influence of other people’s perceptions on the harm of carbohydrates, and the role their influence has had on me • New ideas I’ve created as a result of my shift in perspective

Step 3: Analyze How and Why These Ideas and Experiences Have Affected Your Interpretation of Your Theme

Pick an idea or experience you had from the last step, and analyze it further. Then, write your reasoning for agreeing or disagreeing with it.

For example, Idea: I was raised to think that carbohydrates make people gain weight.

Analysis: Most people think that if they eat any carbohydrates, such as bread, cereal, and sugar, they will gain weight. I believe in this misconception to such a great extent that I avoided carbohydrates entirely. As a result, my blood glucose levels were very low. I needed to do a lot of research to overcome my beliefs finally. Afterward, I adopted the philosophy of “everything in moderation” as a key to a healthy lifestyle.

For example: Idea: I was brought up to think that carbohydrates make people gain weight. Analysis: Most people think that if they eat any carbohydrates, such as bread, cereal, and sugar, they will gain weight. I believe in this misconception to such a great extent that I avoided carbohydrates entirely. As a result, my blood glucose levels were very low. I needed to do a lot of my own research to finally overcome my beliefs. After, I adopted the philosophy of “everything in moderation” as a key for having a healthy lifestyle.

Step 4: Make Connections Between Your Observations, Experiences, and Opinions

Try to connect your ideas and insights to form a cohesive picture for your theme. You can also try to recognize and break down your assumptions, which you may challenge in the future.

There are some subjects for reflection papers that are most commonly written about. They include:

Book – Start by writing some information about the author’s biography and summarize the plot—without revealing the ending to keep your readers interested. Make sure to include the names of the characters, the main themes, and any issues mentioned in the book. Finally, express your thoughts and reflect on the book itself.
Course – Including the course name and description is a good place to start. Then, you can write about the course flow, explain why you took this course, and tell readers what you learned from it. Since it is a reflection paper, express your opinion, supporting it with examples from the course.
Project – The structure for a reflection paper about a project has identical guidelines to that of a course. One of the things you might want to add would be the pros and cons of the course. Also, mention some changes you might want to see, and evaluate how relevant the skills you acquired are to real life.
Interview – First, introduce the person and briefly mention the discussion. Touch on the main points, controversies, and your opinion of that person.

Writing Tips

Everyone has their style of writing a reflective essay – and that's the beauty of it; you have plenty of leeway with this type of paper – but there are still a few tips everyone should incorporate.

Before you start your piece, read some examples of other papers; they will likely help you better understand what they are and how to approach yours. When picking your subject, try to write about something unusual and memorable — it is more likely to capture your readers' attention. Never write the whole essay at once. Space out the time slots when you work on your reflection paper to at least a day apart. This will allow your brain to generate new thoughts and reflections.

Short and Sweet – Most reflection papers are between 250 and 750 words. Don't go off on tangents. Only include relevant information.
Clear and Concise – Make your paper as clear and concise as possible. Use a strong thesis statement so your essay can follow it with the same strength.
Maintain the Right Tone – Use a professional and academic tone—even though the writing is personal.
Cite Your Sources – Try to cite authoritative sources and experts to back up your personal opinions.
Proofreading – Not only should you proofread for spelling and grammatical errors, but you should proofread to focus on your organization as well. Answer the question presented in the introduction.

'If only someone could write my essay !' you may think. Ask for help our professional writers in case you need it.

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is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

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Research Skills

Research Methods
Literature Reviews
Systematic Reviews
Critical Thinking

The Benefits

Collecting evidence, models of reflection.

Gibbs's Reflective Cycle

Features of Reflective Writing

• You can write in the first person when you are reflecting. That is, you can include yourself (I, me, we) in your writing when you are communicating personal opinions, experiences or observations

• When you are referring to theory or other writers you should write in the third person. That is, refer to other writers by name and try not to use I, me or we

• The actions (verbs) when you reflect are usually those of feeling and thinking e.g. feeling, felt, experienced, remembered, discovered, learned

• Do not use slang, contractions (it's, don't I'll) or note-taking abbreviations (i.e., e.g., etc.)

• Do reference your sources . It is not free writing

• Remember to use careful structure, paragraphing and good grammar, spelling and punctuation

► Reflection is a useful process even if you have not been set a specific reflective assignment. It helps you to make sense of and learn from your experiences in order to develop and improve in the future

► It involves thinking about an experience you have had and seeking to make sense of it in order to learn

► It is often about improving the way you work or learn – or the way something is done - Looking back in order to move forward !

There are two sources of evidence which need to be used in reflective writing:

1. Your reflections form key evidence of your experiences . Keep notes on your reflections and the developments that have happened during the process

2. Academic evidence from published studies and theories to show how your ideas and practices have developed in the context of the relevant academic literature.

Atkins and Murphy - Model of reflection (1994)

Gibbs - Reflective Cycle (1988)

Johns - Model of reflection (1994)

Kolb - Reflective cycle (1984)

Schön - Reflection-in-action / Reflection-on-action (1991)

Gibbs's Reflective Cycle

Gibbs' Reflective Cycle (1988) which is one of the most famous models of reflection was designed to give structure to learning from experiences. Offering a framework for examining experiences, with its cyclic nature it lends itself well to repeated experiences, allowing you to learn and plan from things that went well or indeed didn’t go well.

It involves 6 stages:

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Laidlaw Scholars Network

Reflection on research journey.

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My supervisor told me, "Don't skip any step!"

When I started my Laidlaw research project, I was very excited and I wanted everything to work as I planned. My plan was straight: To implement the project! My project being in electronics, I thought that the only thing I needed was to buy electronics materials and have my project done.

The first weeks' experience:

In the first week of the research, I took my book, where I wrote about the working of 2G networks, the frequency they transmit and how mobile phone works in general (this is part of the project). After reading about that, the next thing to do was to pass all information in the simulator and see if the result I got was the one I expected. And it worked for the very first day. So, I was very happy to let my supervisor know that the first week went as planned. The following week, I started to work on 3G networks and everything changed at the beginning during the simulation. I told myself that maybe the simulator (I was using the Multisim) I am using is not updated or else is not suitable for that kind of project. So, I went to my supervisor and told him the case and he advised me to read about the tuning circuits and consider beginning in order to see if I clearly understood what I was doing. So I read all documents as he asked me to do and grab the information which helped me to understand a little about the mistake I was doing ( I was rushing). But I wasn't convinced either. So, what I did next was to solder the circuit I made with the thoughts that "maybe the simulation doesn't work but the implementation can." With that in mind, I soldered the circuit hoping for good results, but well nothing happened: the circuit didn't react as expected. I went back to my supervisor and tell him what I did and he asked me to go and make sure that the simulation is working, he told me not to skip any step. The steps are: Theory-Simulation-Implementation

The first step of the theory means that you should first understand well the project you are going to do and be able to explain it to a person just in case. It means that you are able to tell people what your project is about and how it'll be working.

The second step of simulation means that you should test your design in the simulator (electronics simulator this time) and be able to determine and predict the results of your project. This step is very necessary for engineering projects since it helps in avoiding the wastage of resources and time as well.

The third step is implementation . This meant hardware implementation on my project which included designing the circuit on the breadboard and solder it on the PCB. For me the first step was fine but at first, I didn't give much attention to the second step. The consequence was that I kept going back to start again.

The approach taken:

I had to start in order to figure out where I made a mistake. This time I was focusing on the step of the simulation. I realized that I wasn't doing online searching very well because this time I noticed that when my supervisor told me to read about tuning circuits, its because he wanted me to relate it to my project and to apply to it as well. I then come to conclude (which I didn't do before) that the tuning circuit couldn't work because my project dealt with gigahertz signals. I also realized that it was better if I use another simulator other than Multisim in order to clearly see the results. I then used LTSpice which helped me to analyze the circuits I was building, to interpret the results and to do the implementation as I planned.

Lesson learned:

**I came to realize that research is a journey and if you want good results, you shouldn't skip any step. It's a journey where you keep learning and bringing new ideas to your project. Throughout the journey, I learnt new theories and I learnt why some of them couldn't work.

**I also learnt that you shouldn't rely on one online resource and believe that you can make a conclusion.

Even though doing a research project is part of the Laidlaw program, the skills I got from that keep helping me in class. I have learned to pay attention to every detail while doing a research for any class activity and as a result I started to submit class assignments which were well done. The research journey has also enhanced in me the spirit of reading. Before joining the program, I was that student who reads what she is given in class and that was all. But after joining the program, I started to read and I was happy to submit the assignments only after I have read 3 to 5 resources online and went to the library. I am always thankful for the program.

I am a graduate of Electronics and Telecommunication Engineering at the University of Rwanda. I am also the STEM Subject Lead. My Laidlaw research project is about bringing a system that could help minimize the number of high-school and primary students who bring cell phones to school since it's one of the major sources of distraction. I did my Master's degree in Electrical and Computer Engineering at Carnegie Mellon University Africa, majoring in Cybersecurity and Data Science.

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Updates (The networking session II)

Part II: Simulation and Implementation_Final Report

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Writing Program at New College

Assignments - research question and reflection.

We have arrived at a crucial moment in the semester and in everyone’s individual inquiry process. Now that you have identified an issue you have identified as important, worked through several drafts of a research question, and drafted a narrative identifying your personal connection to this issue, the time has come to reflect on the process that has brought even greater focus to your original inquiry. In order to consider and assess your own learning thus far, we ask that you also write an informal but thoughtful reflection on the research question process. This assignment sheet recaps work accomplished thus far, details the short reflection essay assignment, and concludes with a sample Research Question Reflection.

The research question and reflection assignment has two parts:

1. Share your existing research question with members of the class. As a group, use these criteria (now familiar to you) to refine your research questions:

a. The question accurately reflects the issue about which you want to learn.

b. The question is neither too broad nor too narrow considering the time and resources you have for research. Be ambitious, but not too ambitious!

c. Key terms and phrases in the question reflect the language used by other researchers inquiring into the same issue(s). In other words, your question clearly participates in the existing scholarly conversation.

d. The question is effectively edited and free of sentence-level errors.

2. Write a brief (approx. 500 words) reflection on what you have learned in the research-question process. The goal of this writing is to record how your thinking about the issue may have developed or changed, and perhaps, how your thinking about the process of research itself has changed. As long as you communicate these ideas, you may take this short essay in any direction you like. You may write it as a narrative, the story or your research process. If you prefer, write more of a thesis-driven essay in which you make a careful case about what you’ve learned. And of course, you might find some other way of responding. Just make sure your response reflects on and communicates what you understand as the heart of your learning process thus far.

A successful response to this assignment will:

Include the initial research question, a final version, and a brief reflective essay
Present a final research question that is clear, well focused, and appropriate given our available time and resources this semester;
Include a reflective essay that clearly communicates the writer’s learning process, using important details from that process in illustration;
Be effectively edited

Sample Response to This Assignment

Josephine Student

ENG 102.12345

Spring 2012

Formal Research Question Assignment

Original Research Question: What can ASU do to prevent eating disorders?

Revised Research Question: How can ASU raise awareness about eating disorders as well as encourage people who may be suffering from eating disorders to seek help?

Reflection: Given the freedom to write a research on paper on any topic you wish might be a dream come true to other writing students; however, I found the lack of restrictions quite challenging. My mind went in 100 directions when given the assignment. I thought about world peace, vegetarianism, and dorm food. My first “real” topic then became starvation among African youth. After shooting down this topic because of its enormity and because my lack of personal connection, I decided to discuss eating disorders among college students – especially females. I have personal experience with this subject because I once suffered through a terrifying struggle with bulimia. Also, as a Community Assistant in a residential hall at Arizona State University, part of my job is to promote healthy life styles in general, including healthy eating habits. I admit that the process of starting, stopping, and reconfiguring my research question was frustrating, but I also came to realize the importance of that process. I can now speak from experience and with passion – through my personal connection to the research question – as well as read and analyze the research materials with a more critical and careful eye because of that first-hand experience.

The next problem I faced in formulating my research question was the broad scope of my question. I had always thought that bigger was better when it came to doing research. However, I quickly changed my mind about that after doing just a little bit of research. After spending thirty minutes rummaging through Google Scholar, I realized I was having difficulty pinpointing relative and important information. In addition, the hugeness of it all made it hard to find something I wanted to write about. It was at this moment I decided to talk specifically about and to female college students at Arizona State University. Since I am both a CA and a student at ASU, I decided to think about the project in terms of an actual program or presentation I could share with other students on campus.

Another thing I found in my initial research was a National Eating Disorders Awareness Week. Excited that I might be able to “do” something “real” with my research, I came up with “What can ASU do to prevent eating disorders?” I really thought this was my final question, but my faculty writing mentor made me see that the question implies a single, identifiable answer exists to the question. This is something even I knew was not possible. To avoid that frustration and to create a positive and proactive spin on the subject, I came up with this: How can ASU raise awareness about eating disorders as well as encourage people who may be suffering from eating disorders to seek help? The answers to my question will not only allow me to learn about ways to prevent eating disorders; my research allows me to think of ways other than writing an essay in order to share that information.

Writing Program

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Reflect on the experience.

The end of an experience is a great time to reflect on your learning. With every research experience you will gain new skills, learn more about the type of environment you enjoy being in, further explore your strengths and interests, and test out your motivation to further study or pursue a career in a field or discipline. In some cases, a research experience teaches you what you don’t want moving forward; this is an equally valuable learning experience that you need to recognize and use when evaluating what’s next.

Consider these questions, or those in the boxes below, to guide your reflection and prepare for conversations with your mentors to discuss your next steps.

What is your overall reaction to and impression of your experience? Is this a subject you see yourself continuing to study? Is this research you would like to build on?
How does your current knowledge of the work compare to what you imagined it would be like going into the experience? Did anything surprise you? Are there differences between what you thought it would be like and what it was actually like?
Did you learn something about the field that you didn’t know before? Does this new knowledge impact your opinion of the work and motivation to further engage in research in the discipline?
Consider your day-to-day tasks – what tasks did you find came easy to you/you did well at, and what tasks did you struggle with? Of those tasks you did well, did you enjoy them? If there were tasks you struggled with, are these areas where you want to challenge yourself to learn more and improve?
What did you learn about yourself – your strengths and weaknesses – through engaging in a research experience? How do you plan to use this knowledge in navigating future endeavors?

I Learned…

I learned...
I learned this when...
This matters because...
I will use this knowledge to...
What? (What did I learn?)
So what? (Why does it matter?)
Now what? (How will I build on this learning?)

What Have I Learned About…

The process of research or creative activity?
Myself, my strengths, and my areas for growth?
How I learn and what conditions support my learning?
My educational goals and career goals?

Then and Now

What have I come to see differently because of my experience with this project?
What do I know now that I didn't know then?
What do I know now about what I don't know?
How did I develop these skills through my engagement in this project?
How did I demonstrate these skills through my engagement in this project?

Critical thinking/problem solving Teamwork/collaboration Leadership Oral/written communication Technology Professionalism/work ethic Self-awareness career management Global perspective Research-specific skills

As your research experience is coming to a close, make a point to meet with your supervisor/faculty mentor to discuss the experience, your goals and interests, and next steps. Faculty mentors are a wonderful source of guidance, inspiration, and referrals. Go into this conversation with clear ideas as to what you enjoyed most about your research experience, how you want to incorporate or build on to the experience moving forward, and how the opportunity has shaped your goals and interests.

Sample conversation starter:

During my experience working with you, I’ve found that I’m drawn towards and most enjoy ______________ ( doing/researching/analyzing/assisting with) __________ ( task or topic ). In thinking about how I can build on this experience, and taking into account my goal of ________________, I want to gain additional _________ ( experience/skills/knowledge) in _____________ (researching/exploring/analyzing)__________ (topic) . I’m wondering if you have suggestions on next steps that will help me _____________ ( learn/gain experience in/expand my skills) in____________ (task or topic) . As always, I sincerely appreciate any guidance you’re able to provide me.

Maintaining Relationships

Always thank everyone who contributed to your learning during a research experience. Hand-written thank you notes go a long way in demonstrating your appreciation and cementing your relationship with faculty mentors, supervisors, and TAs.

But the relationship doesn’t end there. Keep in touch by periodically sending updates and reminding them how they contributed to your learning and impacted your direction. Maintaining relationships is essential to having a rich pool of valued mentors you can draw from when seeking guidance or letters of recommendation.

Reflections on the Research Process

First Online: 31 October 2018

Cite this chapter

Tarje I. Wanvik 2

Part of the book series: SpringerBriefs in Geography ((BRIEFSGEOGRAPHY))

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Every research process is saturated with methodological reflections, trials and tribulations and ultimately—decisions. In this chapter, the author delves into the challenges and choices that structured the research behind this book: what to look for, where to look for it, how to produce and process qualitative data, and how to distil new knowledge and new theory through analysis. By combining Grounded Theory Method (GTM), personal sensitizing concepts, situational mapping and analysis, and multi-sited fieldwork, this chapter gives a unique and intimate insight into the research process of qualitatively oriented geography.

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Wanvik, T.I. (2019). Reflections on the Research Process. In: Contested Energy Spaces. SpringerBriefs in Geography. Springer, Cham. https://doi.org/10.1007/978-3-030-02396-6_3

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Research Paper Reflection

In the research paper, I can feel my biggest change is in dealing with the structure of the whole article. The structure of the essay is already mentioned in the introduction part, so the next step is to follow the structure I have made. In other words, each part, as well as each title of paragraphs of the essay should take concerted action with the structure and the development in the the introduction. Otherwise, the introduction part will lost its function. As for my thinking aspect, the most important thing is to organize and get idea fragments in order in my mind. And now I will follow the principle of thinking first and writing second. After dividing the whole structure into some main parts, some smaller structures in each part should also be divided further. In my revision process, because of huge number of words, I firstly made a plan for the overall structure, and then for the words, finally for the content. Therefore, after finishing this essay, I have learned that breaking up the goal is very important. When the big goal becomes into small, it will be much easier.

Personal Reflection Sample: preparing a Research Report for ACCA

The skill and learning statement includes the implications of interactions with mentor, an analysis of the extent to which research questions have been answered, a brief analysis of interpersonal and communication skills and their relevance to the research, as well as the contribution of the research experience to my professional and personal development.

1. Experiences of interactions with mentor

I had chances of meeting my project mentor three times and obtained practical support regarding various aspects of the work during these meetings. Our first meeting was mainly dedicated to clarifying our expectations from the research experience and the discussions took place related to the issues of selection of the research approach and formulation of research questions and objectives.

By the time I had a meeting with my mentor for the second time Introduction and Information gathering chapters of the work have been completed and I received detailed feedback for these chapters of the research. Also, discussions were held about data analysis and presentation associated with the project.

During the final meeting with my mentor the overall work has been scrutinised and a set of specific points have been mentioned by my mentor. Specifically, my mentor raised a point that my discussions of research findings lacked depth and scale. Then, these points have been addressed and the final draft of the Research Report was completed.

I found advices given by my mentor very helpful in terms of increasing the quality of my Research Report and equipping me with knowledge of effectively conducting similar studies in the future in general. Moreover, my Project Mentor was not only highlighting the shortages that were associated with my project, but also was giving detailed explanations why these changes were desirable in a passionate manner.

Furthermore, I found these three sessions with my mentor to be highly motivational and informative experience because they have increased the level of my personal interest in conducting businesses studies. Prior to conducting the Research Report and having discussions with my mentor I was assuming conducting analytical business studies to be a rather boring experience.

However, thanks to my mentor I learned to appreciate the importance of analysing a business case in terms of identifying a current strategic and financial position of a business, and formulating the ways of identifying further strategic options available to the business.

2. The extent to which research questions have been answered

Answering the research questions in my Research Report were directly related to the quality of secondary data, and the choice of methodology. Therefore, these issues were approached effectively by critically assessing the validity of the sources of secondary data and assessing alternative choices of methodology. Moreover, my first meeting with my Project mentor was mainly devoted to the discussion of the same issues.

As a result of comprehensive analysis the most reliable sources of secondary data in order to be used in Research Report were found to include published financial statements and annual reports, textbooks on financial and business analysis, information published in official company website, information available from ACCA website, as well as, various business journals an newspapers.

The choice of methods for conducting the study, on the other hand, was guided by the reliability of the data analysis methods and their relevance to the research issues. After spending additional amount of time for the choice of appropriate methodology and taking into account advises of my mentor, financial ratios and analytic tools have been chosen to be employed in my Research Report.

Purposely, financial and accounting ratios that were used in the study include profitability, liquidity, financial position and investor ratios, whereas, the choice of analytic tools consist of SWOT, PESTLE, and Porter’s five forces analysis.

To summarise this part, it is fair to state that all of the research questions in my Research Report have been effectively addressed, because the secondary data have been obtained from reliable sources, relevant methodology has been used to conduct the study, and the research findings have been critically discussed.

3. Interpersonal and communication skills and their relevance to the research

I have demonstrated my interpersonal and communication skills at various stages of doing Research Report and preparing for and making the presentation. Moreover, without my interpersonal and communication skills completing the Research Report and doing the presentation would have proved to be highly challenging.

For example, my listening skills have proved to be highly valuable in terms of understanding vital information given by my mentor about increasing the quality of my Research Report, because these advises were fully understood and implemented into the practice.

My interpersonal skills have also played a positive role when I asked some of my trusted colleagues to be an audience when I was rehearsing my presentation. I was making presentations in front of my colleagues and was asking for their opinions about the quality of my presentation. This practice took place many times in different settings and I believe that following this strategy has enhanced the quality of my presentation and my marks.

However, my communication skills have played a crucial role in terms of succeeding in making the presentation effectively. I have learned from my experiences within and outside of academic settings that communication skills play the most crucial role in terms of succeeding in personal and professional lives.

For instance, an individual may possess a deep knowledge about a certain area. However, if the individual lacks competency of communicating his or her ideas, knowledge and feelings in an effective manner, the overall competency of the individual and the level of his or her contribution to the organisation will always remain compromised.

Therefore, in my opinion, regardless of the field, industry or type of organisation, communication skills can be specified as a compulsory attribute for an employee in order to be considered an a competent. In my case in particular, my advanced level of communication skills have enabled me to do my Research Report presentation effectively which has resulted in positive acclaim from my peers and mentor.

4. The potential contribution of Research Report to the level of professional development

Conducting the Research Report and doing the presentation has increased the level of my professional competency in several ways. First of all, I have to mention the fact that I have developed a critical mindset towards solving business issues as a result of conducting the Research Report.

My mentor made it clear that it was important to critically analyse related issues in Research Report rather than just offering description of the issues and supplying calculations. The mentor had stressed many times that critical analysis and discussions are the elements of the work that increase its value. For the same reason I had to revise my Research Report several times until my mentor was satisfied with the level of critical analysis the work had included.

Although, such an approach to work seemed to be very challenging and confusing during the research process, I appreciated the value of critical analysis once the final work was completed. The skills of critical analysis that I have developed and applied in Research Report can easily be applied when real business issues would need to be resolved by me in the future in my professional capacity.

Completing the Research Report was similar to project management in real businesses environment in terms of strict deadlines, scarcity of resources, organising and planning, scheduling meetings, doing presentations etc. Therefore, the skills I developed during the process of completing Research Report can be used in order to successfully manage business projects in the future.

Moreover, my writing skills have also been greatly improved as a result of engaging in Research Report. Despite the popular opinion that with the increasing importance of information technology the practice of writing letters and reports are being replaced by alternative means of business communications, the importance of writing will always remain significant for business managers.

From this point of view engaging in Research Report was a very beneficial experience for me on a personal level. Specifically, writing the paper of almost ten thousand words in total, including this personal reflection, has made me better prepared to join the full-time workforce once my studies are completed.

Lastly, as a result of preparing the Research Report my professional interest on the issues associated with corporate strategy has been enhanced. Moreover, I am planning to continue studying the issues of corporate strategy and that knowledge would benefit me in the future as a corporate leader.

5. Gains derived from conducting Research Report experience on a personal level

On a personal level I benefited from conducting the Research Report and doing the presentation in a number of ways. The research experience with Oxford Brookes has increased the level of my motivation for studying, making bold plans for my future career and implements necessary measures and initiatives in order to accomplish these plans. My mentor deserves to be mentioned here specifically for all encouragements and practical tips that can be applied in various alternative settings apart from academic life.

The level of my self-confidence has also been increased because I could complete the Research Report in time. Moreover, the presentation experience has increased the level of my self-confidence dramatically, because I understood that if I could do a successful presentation in front of my mentor and colleagues, doing the presentations of multi-million projects in front of top executives was just a matter of time.

The paramount importance of self-confidence for an individual is an undisputable matter. Self-confidence allows us to set ambitious plans and utilise all the available resources efficiently in order to achieve these plans.

My time-management skills have also been improved by the end of the Research Report. This is because there was a specific deadline for both, the Research Report and presentation and I had to adopt some principles related to time management in order to be able to submit my work on time.

These principles included setting specific deadlines for each chapter of the work, and above all, dramatically cutting the amount of time I used to browse social networking sites on the internet. I can highlight this fact as one of the most substantial gains in a personal level. This is because prior to the research experience I used to spend several hours a day browsing a set of social networking sites with no real benefit whatsoever. However, once the priority was given to the Research Project, this bad habit was dealt with effectively and irreversibly.

6. Conclusions

To summarise, completing the Research Report and making presentation with Oxford Brookes University following my ACCA course has increased the level of my preparedness to join the full-time workforce and successfully utilise my energy and knowledge. In my opinion the biggest benefit I received from enrolling to this course of study is that the course of study, the Research Report and doing the presentation have made me to believe in my skills and capabilities and they have also awoke my desire to approach studying as a lifelong process.

Moreover, I have obtained a set of professional and personal gains as a result of completing the Research Report and making presentation that include the development of a critical mindset, improvement my writing and time management skills and enhancement of the level of my self-confidence.

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HIST 260: Black Women's History : Primary Sources

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Primary Source Materials

See the News Sources guide for additional resources, including historical newspapers.

Evans Digital Edition 1639-1800 (Early American Imprints Series I) This link opens in a new window Evans, 1639-1800 (Early American Imprints, Series I) has been described as the definitive resource for researching 17th- and 18th-century America. This digital collection contains virtually every book, pamphlet and broadside published in America over a 160-year period. Early American Imprints, Series I is based on Charles Evans’ “American Bibliography” and Roger Bristol’s supplement. See America’s Historical Imprints
Shaw Shoemaker Digital Edition (Early American Imprints Series II) This link opens in a new window Shaw-Shoemaker, 1801-1819 (Early American Imprints, Series II) provides a set of American books, pamphlets and broadsides published in the early part of the 19th century. It is based on the noted “American Bibliography, 1801-1819” by Ralph R. Shaw and Richard H. Shoemaker. See America’s Historical Imprints
African American Periodicals 1825-1995 This link opens in a new window Explore African American history, culture and daily life in the 19th and 20th centuries.
Slavery & Anti-Slavery: A Transnational Archive This link opens in a new window Includes collections from the U.S. and Europe on the worldwide movement for the abolition of slavery in the eighteenth and nineteenth century.
Slavery, Abolition, and Social Justice 1490-2007 This link opens in a new window Includes books, pamphlets, periodicals and broadsides addressing 19th and early 20th century political, social and gender issues, religion, race, education, employment, marriage, sexuality, health and family life.
American Slavery Collection, 1820-1922 This link opens in a new window Features the digital edition of the American Antiquarian Society’s holdings of slavery and abolition materials, with more than 3,500 works published over more than 100 years. Materials include books, pamphlets, and ephemera.
Black Freedom Struggle in the United States: Challenges and Triumphs in the Pursuit of Equality This link opens in a new window In this website, we present primary source documents from several of the time periods in American History when the river of the Black Freedom Struggle ran more powerfully, while not losing sight of the fierce, often violent opposition that Black people have faced on the road to freedom. This website contains approximately 1,600 documents focused on six different phases of Black Freedom: Slavery and the Abolitionist Movement (1790-1860) The Civil War and the Reconstruction Era (1861-1877) Jim Crow Era from 1878 to the Great Depression (1878-1932) The New Deal and World War II (1933-1945) The Civil Rights and Black Power Movements (1946-1975) The Contemporary Era (1976-2000)
African Online Digital Library (AODL) AODL is an open access digital library of African cultural heritage materials created by Michigan State University in collaboration with museums, archives, scholars, and communities around the world.
Schomburg Center for Research in Black Culture The Schomburg Center for Research in Black Culture in Harlem, one of The New York Public Library’s renowned research libraries, is a world-leading cultural institution devoted to the research, preservation, and exhibition of materials focused on African American, African Diaspora, and African experiences. more... less... Search NYPL's Digital Collections for online images: https://digitalcollections.nypl.org/
Avery Research Center for African American History and Culture The Avery Research Center was established to collect, preserve, and make public the unique historical and cultural heritage of African Americans in Charleston and the South Carolina Lowcountry. Avery’s archival collections, museum exhibitions, and public programming reflect these diverse populations as well as the wider African Diaspora.
The Black Women’s Suffrage Digital Collection The Black Women’s Suffrage Digital Collection is a collaborative project to provide digital access to materials documenting the roles and experiences of Black Women in the Women’s Suffrage Movement and, more broadly, women’s rights, voting rights, and civic activism between the 1850s and 1960. more... less... The materials in this collection include photographs, correspondence, speeches, event programs, publications, oral histories, and other artifacts.
Discovering American Women's History Online This database provides access to digital collections of primary sources (photos, letters, diaries, artifacts, etc.) that document the history of women in the United States. more... less... The database offers the following features: Detailed descriptions and links to more than 700 digital collections Quick access to basic and advanced searches on every page Options for browsing by subject (300+ entries), place, time period, and primary source type Options for narrowing search results by subject, time period, place, and primary source type An interactive map links more than 500 locations (towns, schools, buildings) with relevant online primary sources.
Trans-Atlantic Slave Trade Voyages database Includes data and information on nearly 35,000 slaving voyages that forcibly embarked over 10 million Africans for transport to the Americas between the 16th and 19th centuries. Database enables searching by ship, nation, voyage dates, slave characteristics, place voyage began/ended, and more.
John Hope Franklin Research Center The Franklin Research Center collects, preserves and promotes the use of published and unpublished primary sources for the exploration, understanding and advancement of scholarship of the history and culture of Africa and people of the African Diaspora in the Americas. more... less... To view online collections, visit the Duke University Digital Collections to search: https://repository.duke.edu/dc
Anti-Slavery Examiner (via HathiTrust) Published by the American Anti-Slavery Society, the Anti-Slavery Examiner appealed to the people of the United States to unite with the Society in maintaining common and unquestioned political rights. Speeches and letters on anti-slavery were reprinted. Testimony from slaveholders and other material taken mainly from slave state newspapers attempted to present slavery as it was.
NAACP photographs of African American women in the military services during World War II Emphasis is on activities of the Army Nurse Corps and the Women's Army Auxiliary Corps (WAAC), later called Women's Army Corps (WAC), at bases in Australia, England, France, and the United States. Activities include training, recruitment, clerical work, and recreation, such as Army nurses playing cards and knitting, and a WAAC band in a parade. Includes portraits of officers and new recruits. more... less... Prominent people depicted include: Mary McLeod Bethune at a National Civilian Advisory Committee luncheon, Fort Des Moines, Iowa; Joe Louis welcoming a group of new WAAC enlistees; Walter White visiting the WAAC training center at Fort Des Moines, Iowa. One photo of tennis instructor of the 3510 WAF Squadron, Randolph Air Force Base.
National Museum of African American History & Culture The National Museum of African American History and Culture is the only national museum devoted exclusively to the documentation of African American life, history, and culture. It was established by Act of Congress in 2003, following decades of efforts to promote and highlight the contributions of African Americans.
Internet Archive Internet Archive is a non-profit library of millions of free books, movies, software, music, websites, and more
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CORRESPONDENCE
10 September 2024

Update regulator guidance to show that animal research really is no longer king

Lindsay Marshall ORCID: http://orcid.org/0000-0001-7281-7974 0 ,
Rebecca Simmons 1 &
Greg Sower 2

The Humane Society of the United States, Washington DC, USA.

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Your Editorial ‘Animal research is not always king: researchers should explore the alternatives’ ( Nature 631 , 481; 2024 ) is welcome, especially in highlighting how unclear communication from the US Food and Drug Administration presents a barrier to the use of data from non-animal methods.

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Nature 633 , 286 (2024)

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COMMENTS

Reflectivity in Research Practice: An Overview of Different
Reflection is a very important mental activity, both in private and professional life. This study assumes that reflection is "a turning back onto a self" where the inquirer is at once an observed and an active observer (Steier, 1995, p. 163).Reflection aims at understanding the forms of intelligibility by which the world is made meaningful; in the heuristic context of the research work ...
PDF Writing your Reflective Essay on Research Strategies
Your essay should be 500 to 750 words. • Use the reflective essay to communicate specifics about your improved understanding and use of library services, resources, and collections as they applied to your paper or project. • Explain what advancements you see in your library research and what skills, techniques or strategies you have learned.
Organizing Your Social Sciences Research Assignments
Educational Action Research 28 (2020): 518-533; Writing a Reflection Paper. Writing Center, Lewis University; McGuire, Lisa, Kathy Lay, and Jon Peters. "Pedagogy of Reflective Writing in Professional Education." Journal of the Scholarship of Teaching and Learning (2009): 93-107; Critical Reflection.
Reflexivity in quantitative research: A rationale and beginner's guide
1 INTRODUCTION. Reflexivity is the process of engaging in self-reflection about who we are as researchers, how our subjectivities and biases guide and inform the research process, and how our worldview is shaped by the research we do and vice versa (Wilkinson, 1988).If positionality refers to what we know and believe, then reflexivity is about what we do with this knowledge.
How to Write a Reflection Paper: Guide with Examples
A reflection paper is a very common type of paper among college students. Almost any subject you enroll in requires you to express your opinion on certain matters. In this article, we will explain how to write a reflection paper and provide examples and useful tips to make the essay writing process easier.
(PDF) Reflectivity in Research Practice: An Overview of Different
Reflection is a crucial cognitive practice in the research field. Reflexivity is largely practiced in qualitative research, where it is used to legitimate and validate research procedures.
Challenging perspectives: Reflexivity as a critical approach to
The subject-object analysis is an objective analysis of self in reflection. However, such reflection focuses more on emotions and thoughts towards interpretations about reality/experience of that subject and may exclude comparing different interpretations - and discussing interpretations behind these interpretations.
(Self-) Reflection / Reflexivity in Sensitive, Qualitative Research: A
In a research context, harm can take the form of physical, moral and mental injuries (Buchanan & Warwick, 2021).It has been argued that all research has the potential to cause harm (Hughes, 2004).Indeed, research can have a harmful impact on individual researchers and/or research subjects even if it does not focus on topics that are generally understood as sensitive.
Full article: A practical guide to reflexivity in qualitative research
Abstract. Qualitative research relies on nuanced judgements that require researcher reflexivity, yet reflexivity is often addressed superficially or overlooked completely during the research process. In this AMEE Guide, we define reflexivity as a set of continuous, collaborative, and multifaceted practices through which researchers self ...
Reflective Writing
Reflective writing is a way of processing your practice-based experience to produce learning. It has two key features: It integrates theory and practice. Identify important aspects of your reflections and write these using the suitable theories and academic context to explain and interpret your reflections. Use your experiences to evaluate the ...
PDF Sample Research Paper and Reflection
in the Near East, not coincidently the subject of her doctoral dissertation. The two articles differ in their organization, audience, and mood. These differences reflect Feldman's change as a writer and art historian over the course of two years. Her writing style becomes clearer as the material and writing becomes more familiar to her.
PDF Reflection Essay Examples
Examples from Reflection Essays Disciplinary Awareness "The research I did this summer focused on sorption of cesium and strontium by soils. These two chemicals ... Despite the differences between the two subjects they intersect since policies tend to depend on the economics. A common underlying similarity between disciplines is the expansive ...
Reflection On Research Journey
It's a journey where you keep learning and bringing new ideas to your project. Throughout the journey, I learnt new theories and I learnt why some of them couldn't work. **I also learnt that you shouldn't rely on one online resource and believe that you can make a conclusion. Even though doing a research project is part of the Laidlaw program ...
Assignments
Assignments - Research Question and Reflection We have arrived at a crucial moment in the semester and in everyone's individual inquiry process. Now that you have identified an issue you have identified as important, worked through several drafts of a research question, and drafted a narrative identifying your personal connection to this issue, the time has come to reflect on the process ...
Reflect on the Experience
Reflect on the Experience. The end of an experience is a great time to reflect on your learning. With every research experience you will gain new skills, learn more about the type of environment you enjoy being in, further explore your strengths and interests, and test out your motivation to further study or pursue a career in a field or ...
Reflections on the Research Process
Abstract. Every research process is saturated with methodological reflections, trials and tribulations and ultimately—decisions. In this chapter, the author delves into the challenges and choices that structured the research behind this book: what to look for, where to look for it, how to produce and process qualitative data, and how to ...
Reflective Interviewing—Increasing Social Impact through Research
Research interviews, therefore, may aid reflection by "making the lived experience of research participants sensible in collaborative researcher-practitioner conversations by surfacing, questioning, and exploring multiple meanings and imaging new possibilities for moving on" (Cunliffe & Scaratti, 2017, p. 29).
Research Paper Reflection
Research Paper Reflection. In the research paper, I can feel my biggest change is in dealing with the structure of the whole article. The structure of the essay is already mentioned in the introduction part, so the next step is to follow the structure I have made. In other words, each part, as well as each title of paragraphs of the essay ...
Personal Reflection Sample: preparing a Research Report for ACCA
Lastly, as a result of preparing the Research Report my professional interest on the issues associated with corporate strategy has been enhanced. Moreover, I am planning to continue studying the issues of corporate strategy and that knowledge would benefit me in the future as a corporate leader. 5. Gains derived from conducting Research Report ...
Improving academic performance: Strengthening the relation between
When students reflect on relationships between formal academic knowledge and concrete learning experiences, a deeper understanding develops (Ghanizadeh, 2017).Studies have shown that experiential learning environments that provide opportunities for reflection enhance students' academic success and performance (Dyment and O'Connell, 2011; Peltier et al., 2005) and increase examination ...
An Analytical Toolbox for Research on Reflection
This article presents a theoretical approach and an analytical toolbox for researchers on reflections in PE and PETE. Its purpose is to provide an approach to analyzing how reflections are composed. Previous research mainly asks how teachers and student teachers (STs) reflect and use different theoretical concepts to describe the way in which ...
EEOC Research Finds Unequal Opportunity in the High Tech Sector and
The magnitude of the underrepresentation for some demographic groups, particularly for women and Black workers, combined with research and the EEOC's experience enforcing anti-discrimination laws, suggest that discrimination likely contributes to the relatively low employment of women, Black workers, Hispanic workers, and older workers in ...
Research by Subject: HIST 260: Black Women's History: Primary Sources
The Avery Research Center was established to collect, preserve, and make public the unique historical and cultural heritage of African Americans in Charleston and the South Carolina Lowcountry. Avery's archival collections, museum exhibitions, and public programming reflect these diverse populations as well as the wider African Diaspora.
The Effects of Student Reflection on Academic Performance and
A significant amount of research and resources regarding reflection are focused on teachers, not students, and have more prevalence either in contexts outside of education, ... research and focus in a single subject across only two grade levels, and (c) the integration of a single, self-created student reflection instrument as a tool for the ...
Reflection: A Socratic approach
Reflection is a fuzzy concept. In this article we reveal the paradoxes involved in studying the nature of reflection. Whereas some scholars emphasize its discursive nature, we go further and underline its resemblance to the self-biased dialogue Socrates had with the slave in Plato's Meno.The individual and internal nature of the reflection process creates difficulty for studying it validly ...
Update regulator guidance to show that animal research really is no
Your Editorial 'Animal research is not always king: researchers should explore the alternatives' (Nature 631, 481; 2024) is welcome, especially in highlighting how unclear communication from ...